Please enable JavaScript.
Coggle requires JavaScript to display documents.
Power of Inquiry, Cases: bee study, spiders, seahorses, or whales etc:…
Power of Inquiry
1.Core Principles guiding inquiry teacher's practice
Collaboration
Resilience- emotional resilience, a positive self-image and a "growth mindset"
Transfer- connect to a big picture
Time:- Adequate time for investigation, processing and creating, communicating
Prior learning: make connections and recognize prior knowledge
Feeback
Purpose-learning guided by purposes and situated in authentic contexts
E.g. question the use of random worksheets such as word mazes or fill-the-gap texts
Environment
Rflection-self knowldge and metacognition enhance learning and build self-efficacy
Openness- flexibility and curiosity
Interest-promote engagement
Joy
Ownership (voice, choice)
How we grow a culture of questioning and curiosity
Deliberately create tension and "disequilbrium": one of the best ways to engage students is to use a carefully constructed scenarios that activates the emotions and creates an "indeterminate" situation. e.g. (pic)
Use powerful provocations
Share only a glimpse of what's to come
Questions themselves can be subject of inquiry: which questions do you think will be the easiest for us to answer/are "Google-able"/most commonly asked/hardest/ most/least excited about/ open and closed/most important
The five "whys"
See, Think, Wonder
Six Thinking Hats (see pic)
Black: critique and challenge
Green: creative solutions and problem solving
Yellow: Positives and Benefits
Red: feelings and emotional response
White: facts
Blue: Thinking processes
Common question traps (see pic)
Avoid "hands up" but use more engaging ways (see pic)
Solo taxonomy
The queston matrix
Linking questions to a "cycle" of inquiry
Personal inquiry opportunities
The passion project
10 stages of designing a passion project
Itime
What is personal inquiry
Innovation days
Writer's notebook: write down whenever you think about sth: story ideas/story about sth./reminder/notice/sunrise/funny at class/any kind of small interesting observation/details!
Play-based discovery workshops
Setting the scene for personal inquiry
Developing Learning Assets
Thinker
Collaborator
Researcher
Self-manager
Communicator
Assessment
Framework
as
of
Assessment for learning
Windows on understanding
Solo taxonomy
Sharing evidence of learning
No single path
Practice 1: clarify learning intensions starting with why
P2: Have students help with designing assessment criteria
P3: Activate and analyze prior thinking and learning
P4: Keep on cheking in learning
Understanding check ups
Include self and peer assessment
2. Learning environment
2.1 Strategies for building community and connecting with students
Morning meeting
Greet each student in the morning
Create a class bog that allow for regular dialogue
Play games
Ask students to share who they are by bringing in objects or photos, share and compare
Co-construct agreements about behaviros and expectations
Establish a routine of regular class/group meetings. might be a weekly event that eventually run by students themselves
Set some class goals
Send a simple note (email, msg, text) slipped into a student's bag/locker
Be the inquirer you want to see!
2.2 Create a collborative community
Community becomes effective not because it strives for homogeneity, but because it recognizes and values diversity (Short and Pierce, 1998)
In a digitally connected inquiry classroom, collaboration is not only within class but also with community members or students in other schools-even other countries.
2.3 What do we observe in the inquircy classroom
Students are...(see pic)
Teachers are (see pic)
2.4 How
2.4.2 mindfully design the learning space and hold some beauty in the learning space, aesthetic appeals
Indoor plants and/or window boxes
Use natural materials where possible, wood, cane, raw fabrics, etc.
Baskets rather than plastic containers
Place lamps to soften the lighting
Soft, sheer curtains to divide areas
Cushions, bean bags and couches
A variety of tables and seating of different sizes
Small-group spaces
Fish tanks, terrariums-well designed enclosures for suitable animals
Natural light sources should not be covered
Avoid clutter
2.4.3 Attend to needs of special individuals
2.4.1 Involve students in the design of learning space
2.4.4 A space that nurtures curiosity and wonder
The lab
Collections
Mini art studio
Video booth
Cozy book corner
Photos, images and art
Wonderwall
The "cave"
Global communication center
A cabinet of curiosity
Tinkering station
Question of the day
2.4.5 A flexible space
2.4.6 A space that helps teach
2.4.7 An intellectually challenging envrionment
Inquiry Cycle
Phase
Finding out
Sorting out
Turning in
Going further
Framing the inquiry
Reflecting and acting
Evaluating
Kath's tips
Share the lesson's intensions with students. Create a"split screen" set of intentions: one that links to conceptual understanding and the other links to skills/dispositions
Create success criteria: what should we all be looking for/doing?
A quick provocation
Give students chances to connect with their prior learning
Provide an opportunity for exploration: open-ended or scaffolded
Ensure some element of choice
Pause to reflect at some stge
Provide input
Reflect on both the content and process
Connect to other learning
Clarify the purpose and relevance
Re-visit prior learning
Identify new questions
Lesson sample: A Story for Bear
Inquiry topics
Types of inquiry
Philosophical/ethical inquiry：explore questions that go to the heart of what it means to be human. emphasize on dialogue.
Issues/Problem-oriented inquiry: powerful and authentic purpose, inquiry is happening because of a need to sort sth. out to alleviate a situation. Environmental, social and health-related issues and so on. (see pic)
Project-oriented inquiry: driven by task/action/product
Play based inquiry: provocation may be in the form of a question,a challenge, materials or a comment that stimulates wondering
Strategies to power up inquiry teaching
More and Less (see pic)
What do inquiry teachers do (pic)
Cases: bee study, spiders, seahorses, or whales etc: types, how do bees make honey, non-fiction texts and posters, people who kept bees, etc: concept of interdependence, lifecycles, roles and comunity
Naming contexts as questions: the way we ask questions. e.g. material: what's it made of and why; safety: how can we make our school a safer place? - passive to an active and authentic one
Whole school conceptual lenses for inquiry planning
Environmental sustainability
Social Responsibility
Key elements of a quality inquiry (see pic)